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THE MANITOBA

SCHOOL

QUESTION.

"And you claim the liberty of teaching.

Stop! Be sincere ;
It is the liberty

let us understand the liberty which you claim. of not teaching. You wish us to give you the people to instruct. Very well. Let us see your pupils. Let us see those you produced. What have you done for Italy? What have you done for Spain? For centuries you have kept in your hands, at your discretion, at your school, these two great nations, illustrious among the illustrious. What have you done for them? I shall Italy-which has taught mankına to

*

*

tell
you.
read-now knows not how to read!

*

*

Spain, thanks to you, a yoke of stupor, which is a yoke of degradation and decay."-VICTOR HUGO.

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Printed at the Manitoba Institution for the Deaf and Dumb.

LC504

M3W11

GRADUATE SCHOOL OF EDUCATION

MONROE C. GUTMAN LIBRARY

APR 30 1896

TABLE OF CONTENTS.

CHAPTER I.—Introduction.

CHAPTER II.-The Old System.

CHAPTER III.—Bad Features of the Old System.

CHAPTER IV.-Distribution of the Legislative Grant.

CHAPTER V.-Some Practical Difficulties which make a Dual
System impossible.

CHAPTER VI.-Changes made by the acts of 1890-National
Schools.

CHAPTER VII.-Did the acts of 1890 introduce Protestant
exercises or confiscate Roman Catholic property.

CHAPTER VIII.-Reasons for passing the acts of 1890.

CHAPTER IX.-Manitoba followed the example of the civilized
world.

CHAPTER X.-The four arguments for a return to the old
system.--No. 1—The conscience argument.

CHAPTER XI.-No. 2.-The Treaty argument. The Hierarchy
and the Rebellion of 1869-70.-A chapter left out of Mr.
Ewart's book.

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CHAPTER XII.-No. 2.-The Treaty argument-The "Parlia-
mentary Compact" absurdity-An interesting photograph
and some hitherto unpublished facts about Bill of Rights
No. 4.

CHAPTER XIII.-No. 3.-The legal argument-The Roman
Catholic appeal heard by a committee of politicians at
Ottawa who did not sit as a Judicial body.

CHAPTER XIV. No. 4.-The Gospel of Despair as preached
by Dr. Grant-Confederation precedents do not apply and
history is all the other way.

CHAPTER XV.—The Grant letters-A series of misstatements
-How Dr. Grant copied Socrates.

CHAPTER XVI.-Conclusion-The Remedial Order folly—
What it means—The "grievance is technical-Duty of the
Ottawa Government.

THE MANITOBA

SCHOOL QUESTION.

Stop! Be sincere;
It is the liberty

66 And you claim the liberty of teaching. let us understand the liberty which you claim. of not teaching. You wish us to give you the people to instruct. Very well. Let us see your pupils. Let us see those you produced. What have you done for Italy? What have you done for Spain? For centuries you have kept in your hands, at your discretion, at your school, these two great nations, illustrious among the illustrious. What have you done for them? I shall Italy-which has taught mankına to

tell

you.

*

*

read-now knows not how to read! *

*

Spain, thanks

to you, a yoke of stupor, which is a yoke of degradation and decay."-VICTOR HUGO.

BY

F. C. WADE,

Barrister-at-law.

WINNIPEG:

1895.

Printed at the Manitoba Institution for the Deaf and Dumb.

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